| Summary: | 碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === This study is to explore how to modify the educational ideas and strategies through the process of reflective teaching so as to improve the quality of instruction for word recognition and pupils’ learning effects while the researcher was teaching word recognition in the Mandarin Course for junior elementary students. Based on qualitative research method, this researcher has collected the data by reflective notes, recorded tapes and videos, as well as talking to the counterparts (who are both elementary teachers and graduate students) and professors while he was the homeroom teacher of Second Grade B Class and taught word recognition in Mandarin classes.
The conclusions are as follow:
1. On the spot of Mandarin teaching, the patterns of participation structure the researcher used most often were “teacher interacted with all students, and students actively took part in learning”, and the effects were quite good.
2. On the same circumstances, the pattern of participation structure used to teach word recognition also were “teacher interacted with all students, and students actively took part in learning”, but the effects were limited, so this was the point this study should modify and improve.
3. In the transitional period of word recognition, I applied “word story strategy”--- teaching vocabulary by telling story ---to beef up student’s interests for learning new vocabularies and effectively enhance the learning effects. While teaching phraseology, I capitalized on the academic activity of “little wording master” to promote their willing for word recognition and canvass all the class to join in the learning.
4. In the same period, I pushed all the class to discuss the learning effects of word recognition to illustrate how much would the word story strategy promote the results of word recognition; meanwhile, I explored individual case of word recognition to show if the word story strategy could also promote the result of word recognition.
5. In the tracing analysis for all the class, it showed that the results of word recognition learning via word story strategy were better than that via common teaching methods.
6. In the tracing analysis for individual student, there were four students won better results of word recognition learning via word story strategy than via common teaching methods.
According those conclusions, the author offered some recommendations in terms of teaching and future researches.
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